The Pedagogical Potentials of Weblog in Developing Students’ Writing

Skills

Dilani Sampath1 and Arezou Zalipour2

E-mail: dil_sampath@yahoo.com1, arezouzalipour@gmail.com2

INTI International University1, National University of Malaysia2

Abstract

Writing is viewed hugely important, yet it is a daunting task for both English as a second language (ESL)

teachers and learners. With the development of different approaches to teaching in general, numerous

approaches to the teaching of writing have been evolved such as product, process and post-process

approaches. Although these approaches have changed the role and status of writing over the years,

writing still appears as one of the difficult areas to tackle as students lack academic writing skills and they

are de-motivated to write in English. In view of this, researchers show an interest in looking into the

possibilities of using Information and Communication Technology (ICT) tools for language teaching and

learning. This paper discusses the application of the latest ICT tool, which is known as weblog as an

effective tool in ESL classrooms. The aim of this study is to explore the pedagogical potentials of weblog

in developing the writing skills of ESL learners. In particular, this paper wishes to identify and discuss the

characteristics of weblogs as an appropriate and effective tool in assisting the learners in various ways to

improve their writing skills. This study will further highlight the benefits of web logging activities and the

impacts of these activities on students’ motivation to write in English as autonomous learners.

1. Introduction

Writing, as one of the key components of language learning is undoubtedly essential in tertiary education.

However, studies have shown that students consider writing as an extremely difficult area in learning

English. Students lack writing skills and they are de-motivated to write in English. Thus, discovering new

ways of teaching and learning would be beneficial to all involved in teaching and learning. Information and

Communication Technology (ICT) and Computer Mediated Communication (CMC) in teaching and

learning have offered many ways of improving the learner’s writing skills such as using online forum, wikis,

and weblogs. Although various studies have shown the possibilities of using weblog in accomplishing

tasks in the classroom, in particular, using weblogs as online portfolios or journals where students can

improve their writing, research on the use of weblog as a tool for the process writing approach is relatively

new and it is an area for further research.

This paper discusses the integration of the latest innovation of information and communication

Technology (ICT), which is known as weblog with the process writing approach for learner language

development. The aim of this study is to explore the possibilities of using weblog as a pedagogical tool in

developing the writing skills of ESL learners. In addition, this study further discusses the benefits of web

logging activities to develop the students’ writing skills, and the impact these activities can have on

students’ motivation to write in English as independent learners. The paper is based on an observation

conducted as part of an ongoing research in 2010, that was carried out in an ESL classroom. The

students participated in this project, possess basic writing skills and average computer literacy. The

students are between 18-20 years old and are studying at pre-university level.

This is a short version of the paper and is structured into three sections. The first section explains the

process writing approach. The second section focuses on blogging as a form of ICT in second language

writing. Then it moves on to discuss where and how blogging can contribute and facilitate the process

writing approach. In other words, how weblog assists students to improve their writing skills. In the latter

part, the paper presents samples of web logging activities in an ESL classroom which are based on the

researcher’s class blog and learner blogs to highlight the practicality of the methods and discussions.

2. Process Writing Approach

There have been numerous approaches to the teaching of writing in the history of language teaching.

These writing approaches have evolved with the development of different approaches to teaching in

general, which have in turn contributed to the changing role and status of writing [1]. The pedagogical

approaches to second language writing emerged at different times since 1960’s. They are Product,

Process, Post-Process, Socio-cultural and genre approaches which have contributed to the development

of the writing pedagogy.

The rise of the process approach marks the beginning of a new era for second language writing

pedagogy. The traditional product-oriented view of writing which regards writing as linear and fragmented

procedure is thus contrary to the actual writing process. In process-oriented writing, writers are able to

make modifications to the written text or make changes in their original plans as they review their writing.

3. Weblogs in Second Language Writing

The term weblog as initiated by Barger in 1997 refers to a personalized webpage which is arranged

according to the reverse chronological diary form. Aaron Campbell (2003) suggests that blogs can be

used for personal, educational, journalistic and commercial purposes [2]. In terms of blogs in education,

Campbell states that there are three types of blogs that can be used in ESL classrooms: the tutor blog, the

learner bog and the class blog. He suggests various positive and possible uses of these weblogs. The

integration of blogs in English classes report that web publications provide the learners with a real

audience and a collaborative environment where students interact by proving and receiving feedback and

thus, enhancing their writing skills [3].

Arani (2005) conducted a research on using weblogs to develop writing, reading and communication skills

in English for Specific Purposes among non-native speakers of English at Kashan University of Medical

Sciences in Iran [4]. And the results showed that students preferred to write on the weblog than the

traditional ways, and weblogs can improve English in the context of ESP.

Tekinarslan (2008) conducted a study on the experiences of an instructor and an undergraduate class

who used blogs in their teaching and learning in Turkey [5]. He reports that blogs as web publishing tools

can be used to improve the students’ writing skills while improving other skills such as information

searching and literature review skills. Similar results were shown in the study conducted by Davi et al.

(2007) [6]. The researhers affirm that blogs can be used in various disciplines as they enhance liberal

learning, critical thinking skills, reasonning skills etc. in classrooms.

On the other hand, Process Writing Approach emphasizes writing as a process or a developmental task in

which prewriting, multiple drafting, and revising are considered important in assisting learners to develop

their writing skills. In the process of multiple drafting, peer review which is referred to as peer editing, peer

evaluation, or peer response comes in as a step where the writer is exposed to meaningful interaction with

peers, a greater exposure to ideas, and new perspectives on the writing process [7]. According to

Warschauer (1997), the potential of collaborative learning though CMC is related to the Social

Constructivist Approach which was developed by Lev Vygotsky [8]. Lev Vygotsky claims that the

construction of knowledge is socially oriented. He believes that learning occurs through interactions with

and within the environment in which these interactions take place and cultural tools influence learning to a

great extent. One of Vygotsky’s (1978) major claims, Zone of Proximal Development (ZPD) refers to the

distance between the actual development level of a learner and the level of potential development under

adult guidance or in collaboration with more capable peers [9]. In view of this, the application of weblogs

with the Process Writing Approach, which is the focus of this paper, appears to offer additional benefits to

the ESL learners.

In implementing weblogs in the writing process, all the students in the class participated in this research

project are expected to have their own weblog provided by Blogger.com. All students’ blogs are connected

to the class blog which is created by the researcher/lecturer for cross references. Students are mainly

involved in developmental writing and after drafting students publish their work in their blogs. These

writings are based on the lessons, discussions and assignments they need to complete. As the next step,

students are asked to provide feedback on their peers’ work using the comment feature of the blog.

Before students start commenting on and critiquing their peers’ work, students are given a set of

guidelines which can help them to be focused. With the help of the comments they receive from their

peers, students are to revise and edit their work. As the last step, the final version of the essay is

published in the blog for the researcher/ lecturer to do the evaluation. On the other hand, the class blog

which is linked to all the students’ blogs provides additional and supplementary materials for the students.

For instance, reading materials, useful links to online dictionaries and referencing systems, guidelines etc.

The following discussion includes the various ways that weblogs benefit and facilitate in particular the

feedback and revising stages of process writing approach. Having the features to support the peer

feedback in process writing, weblogs offer more flexibility than face to face peer feedback in terms of time,

place and pace. The discussion highlights how beyond the four walls of the classroom the learners are

provided with the opportunity to take time to reflect and engage in the activities when convenient and at

their own space.

Weblogs make the revising stage easier where the learners can add what they would like to express and

also can change any points that they think are not appropriate. It is easy to edit and revise using weblogs

because the learners can make use of the edit post and delete post features since typed feedback can be

amended any time before being forwarded to the writer.

Weblogs can be used as a tool for observation: student-based observation and teacher-based

observation. In the latter, weblogs provide teachers with total access to every individual learner blog

where students’ progress can be monitored. Based on the students’ interaction and comments, the

teachercan guide them to be focused and observe students’ negotiation. In the student-based

observation, weblogs enable the learners to observe their own progress. Learners are benefitted as they

can refer to the previous comments and re-read all the drafts which are stored in their weblogs. This

retrieval feature allows students to enhance their autonomy in making corrections and reflecting on their

writing. This motivates students to reflect on the process of learning in which they are actively participated

in a recurring learning cycle. Figure 2 shows a learner blog where students post their assignments, tasks

etc. in drafts.

Figure 2

Using weblogs in the stage of feedback in process writing approach is less “face-threatening” compared to

asking the students to mark and comment a paper in red ink, cross out some sentences, or use question

marks and exclamation marks in the margins. This may make the student writer feel embarrassed, and

unwilling to accept the suggestions provided by the peers [10]. The traditional way of providing feedback

using pen and paper limits interaction as the students do not get to see all their peers’ writing. Whereas in

weblogs, the learners can become the followers of their peers’ blogs using the follow weblog function and

get access to read all the drafts and comments posted. Figure 3 shows a sample of comments posted to a

learner blog by a peer.

Figure 3

Another way of providing feedback in classrooms is in form of oral comments where students have to see

their peers in a face to face setting. This is considered not only time consuming but it also makes students

feel uneasy to listen to their peers when they point out their weaknesses. Weblogs is a useful tool to help

students feel less stressful as they do not need to see their peers when giving and receiving feedback.

Weblogs give this opportunity to learners to feel more comfortable. In addition, some learners have

problems with their own listening comprehension skills which create tension in oral feedback process.

Using weblogs, they feel less pressure since they do not struggle or understand the peers’ accent or

unknown words and other related issues.

In proving feedback in process writing, it is important to instruct and guide the learners how to give

effective and helpful comments. This is another stage that weblogs can benefit process writing. Guiding

students to give comments not only helps to improve the quality of feedback but also assists students to

write and revise their own drafts in a more analytical and skillful way. The following snapshot is from the

researcher’s class blog set in 2010 where she has given her students a set of guidelines on peer

feedback.

Figure 4

The findings in this research emphasize that weblog-based peer review sessions in process writing

approach undoubtedly can teach students writing skills, particularly writing to a real audience. The

learners are able to see different ideas and points of view other than their own and revise their drafts

effectively with the suitable features in the weblog. Learning to effectively review the peers’ drafts may

then ultimately result in creating better self-reviewers.

4. Conclusion

Although the vogue of blogging is becoming increasingly popular, the use of weblogs in process writing

approach is still in its stage of infancy. Therefore, studies on this area will add to the area of teaching and

learning in numerous ways. It will provide the pedagogical practices and guidelines for the educators to

incorporate blogging as a tool in the writing process. To ensure optimal participation of learners and

maximize the level of motivation to write in English, blogging opens new doors for teachers to

systematically monitor the students’ writing skills. In addition, the implementation of blogs into the

curriculum offers encouragement and self esteem to students, and allows language teachers to actively

engage with their students. As such, this will help to enhance the areas of independent learning (learner

autonomy), and student-centered learning.

References

[1] Holmes, N. (2009). The use of process-oriented approach to facilitate the planning and production stages of writing for adult students of English as a foreign or second language. Retrieved December 29, 2009, from Developing Teachers.com: http://www.developingteachers.com/articles_tchtraining/processw2_nicola.htm [2] Campbell, A. (2003). Dissertation submitted in partial requirement for the MEd in e-learning at the University of Sheffield. [3] Bartlett-Bragg, A. (2003). Blogging to Learn. Knowledge Tree e-journal. http://api.ning.com/files/tP1ZoTrefKpOr6aX7nPN7bt9owPMHA1h6yoqMDG1nyya9F*C1LSeoJxG8LbAAR*bDZNuOFXNtgyeTBhWkHLbJ3*-hlmFOSud/Blogging_to_Learn.pdf [4] Arani, J. A. (2005). Teaching writing and reading English in ESP through a eb-basedcommunicative medium: Weblog. ESP-world 4 (3) . [5] Tekinarslan, E. (2008). Blogs: A qualitative investigation into an instructor and undergraduate students' experiences. Australian journal of Educaional Technology 24 (4) , 402-412. [6] Davi, A., Frydenberg, M., & Gulati, G. J. (2007). Blogging Accross the Disciplines: Integrating Technology to Enhance Liberal Learning. MERLOT Journal of Online Learning and Teaching, vol. 3 No. 3 . [7] Hansen, J. G., & Liu, J. (2005). Guiding principles for effective peer response. ELT Journal, vol.59 . [8] Warschauer, M. (1997). Computer Mediated collaborative learning: Theory and Practice. Modern Language Journal 81 (3) , 470-481. [9] Kalafat, S. (2007, October 07). Vygotsky & Language acquisition. Retrieved July 20, 2009, from www.english-turkish.net: http://english-turksh.net [10] Liu, J., & Sadler, R. W. (2003). The effect and affect of peer review in electronic versus traditional modes on L2 writing. Journal of English for Academic Purposes , 193-227.